View in EDS

Boarding Schools as Colonizing and Oppressive Spaces: Towards Understanding Student Protest and Violence in Kenyan Secondary Schools

Saved in:
Bibliographic Details
Title: Boarding Schools as Colonizing and Oppressive Spaces: Towards Understanding Student Protest and Violence in Kenyan Secondary Schools
Language: English
Authors: Wasonga, Teresa A., Makahamadze, Tompson
Source: European Journal of Educational Management. 2020 3(2):25-35.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Foreign Countries, School Violence, Activism, Student Attitudes, Logical Thinking, Secondary School Students, Longitudinal Studies, Intervention, Holistic Approach, Teacher Attitudes, Principals, Administrator Attitudes, Power Structure, Educational Environment, Civil Rights, Institutional Mission, Institutional Characteristics, School Community Relationship, College School Cooperation, Foreign Policy, Human Dignity
Geographic Terms: Kenya
ISSN: 2642-2344
Abstract: Goffman's theory of total institutions and Fanon's theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1284582
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1284582
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1284582
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Boarding Schools as Colonizing and Oppressive Spaces: Towards Understanding Student Protest and Violence in Kenyan Secondary Schools
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wasonga%2C+Teresa+A%2E%22">Wasonga, Teresa A.</searchLink><br /><searchLink fieldCode="AR" term="%22Makahamadze%2C+Tompson%22">Makahamadze, Tompson</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Management%22"><i>European Journal of Educational Management</i></searchLink>. 2020 3(2):25-35.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22School+Violence%22">School Violence</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Mission%22">Institutional Mission</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Policy%22">Foreign Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Dignity%22">Human Dignity</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2642-2344
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Goffman's theory of total institutions and Fanon's theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1284582
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1284582
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 25
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: School Violence
        Type: general
      – SubjectFull: Activism
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Civil Rights
        Type: general
      – SubjectFull: Institutional Mission
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Foreign Policy
        Type: general
      – SubjectFull: Human Dignity
        Type: general
      – SubjectFull: Kenya
        Type: general
    Titles:
      – TitleFull: Boarding Schools as Colonizing and Oppressive Spaces: Towards Understanding Student Protest and Violence in Kenyan Secondary Schools
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wasonga, Teresa A.
      – PersonEntity:
          Name:
            NameFull: Makahamadze, Tompson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-electronic
              Value: 2642-2344
          Numbering:
            – Type: volume
              Value: 3
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: European Journal of Educational Management
              Type: main
ResultId 1